
06643694
a
2016f.00919
Barichello, Leonardo
Possible parallels between visual representations and informal knowledge.
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 1318 (2016).
2016
London: British Society for Research into Learning Mathematics (BSRLM)
EN
F43
C33
educational research
pilot study
fractions
teaching
visual representations
low achieving students
informal knowledge
lower secondary
classroom observations
diagrammatic reasoning
fraction addition
fraction subtraction
fraction multiplication
conceptual understanding
learning
http://www.bsrlm.org.uk/IPs/ip353/BSRLMIP35303.pdf
Summary: This paper is based on a case from the pilot of my PhD research project with a group of secondary students. I will argue that visual representations can work as a basis for reasoning about addition of fractions for low achieving students, similarly to what was shown by Nancy Mack regarding informal knowledge for multiplication of fractions.